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| Recent Developments in the Functional Analysis and Treatment of Severe Behavior Disorders |
| Saturday, May 29, 2004 |
| 1:00 PM–2:20 PM |
| Constitution A |
| Area: DDA/AUT; Domain: Applied Research |
| Chair: Mark O'Reilly (University of Texas at Austin) |
| Discussant: Richard G. Smith (University of North Texas) |
| Abstract: Recent Developments in the Functional Analysis and Treatment of Severe Behavior Disorders |
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| An Analysis of the Influence of Antecedent Intervention on Positively Reinforced Self-Injurious Behavior of a Child with Autism |
| JENNIFER J. MCCOMAS (University of Minnesota), Ellie Mauel (University of Minnesota), Satomi Shinde (University of Minnesota) |
| Abstract: In this study we conducted a multi-step analysis of self-injurious behavior (SIB) of a 9 year old girl with autism. First, a descriptive analysis of her SIB was conducted. The results of a sequential analysis suggested that her SIB was maintained by positive reinforcement. The results of a subsequent consequent-based analogue functional analysis were consistent with the findings of the sequential analysis, indicating that the girl?s SIB was maintained by positive reinforcement. Next, the effects of two antecedent-based interventions were tested. Results indicated that the intervention that was selected based on the combined findings of the descriptive and analogue analyses was effective at treating SIB. Findings are discussed in terms of practical, methodological, and conceptual implications of linking treatment the results of direct observation data. All assessment and treatment sessions were videotaped and coded using a real-time data analysis computer program. Two independent observers achieved Cohen?s kappa of 80% agreement or better on over 35% of the sessions. |
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| An Examination of the Effects of a Classroom Activity Schedule on Levels of Self-Injury and Engagement for a Child with Severe Autism |
| CHATURI EDRISINHA (University of Texas at Austin), Mark O'Reilly (University of Texas at Austin), Jeffrey S. Sigafoos (University of Texas at Austin) |
| Abstract: We examined the effects of an individualized schedule on levels of engagement and self-injury for a student with severe autism. We first conducted a series of functional analyses to identify contexts in which self-injury occurred in his classroom. Results of the functional analyses suggested that self-injury was associated with academic demands. Self-injury rarely occurred during the play and no interaction conditions (i.e., when the teacher was present but did not attend to him) of the functional analysis. Furthermore, when the functional analysis conditions were organized according to a specific schedule (no interaction ? play ? demand) self-injury did not occur. This schedule of activities was then evaluated within the context of his regular curriculum and produced substantial reductions in self-injury and increases in engagement. Positive results maintained for up to five months following the assessment. These findings seem to indicate that functional analysis methodologies might provide helpful information when developing individualized schedules for students who may not have the skills to comprehend and follow a schedule. |
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| The Differential Effects of a Multi-Component Intervention on Multiply-Maintained Problem Behavior |
| RENEE KOEHLER VAN NORMAN (The Ohio State University), Stephanie M. Peterson (The Ohio State University), Amanda J. Flaute (The Ohio State University) |
| Abstract: Research suggests that different topographies of aberrant behavior may serve multiple functions (Derby et al., 1994; Derby et al., 2000; Lalli & Casey, 1996) and that treatment for problem behavior must address each of these functions in order to be effective (Day, Horner, & O?Neill, 1994; Smith, Iwata, Vollmer, & Zarcone, 1993). Most research that demonstrates the importance of multiple intervention components for multiply-controlled problem behavior has been conducted with participants whose problem behavior was maintained by social outcomes (e.g., escape, attention). There is limited research on the effects of multiple intervention components when one topography of problem behavior is maintained by automatic reinforcement. The present study sought to analyze the effects of a multi-component treatment package designed to address different topographies of problem behavior, some of which were maintained by automatic reinforcement, and others that were maintained by social reinforcement (i.e., attention and tangibles.) A component analysis, conducted within a reversal design, showed that the different intervention components had differential effects on different topographies of behavior, and these effects were directly related to the function of each topography of problem behavior. The importance of matching treatment to function when designing multi-component interventions will be discussed. |
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